• 대한예방한의학회지
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• 제11권2호
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• pp.113-120
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• 2007

The Internet is increasingly changing our lives and enables the ordinary person to have access to never-ending quantities of information and knowledge. Technology and the Internet empower individuals and facilitate a more active role in the educational process. The webcast is a media file distributed over the Internet using streaming media technology and is used extensively in the commercial sector for investor relations presentations, in e-learning, and for related communications activities. And relating to computers, technology, and news are particularly popular and many new shows are added regularly. Especially e-learning is a general term used to refer to computer-enhanced learning and has the ability to level the learning playing field. So that the e-learning experience will be second nature to the growing Internet population. And this study intends to develop web-based education.

• International Journal of Fuzzy Logic and Intelligent Systems
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• 제9권3호
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• pp.185-190
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• 2009

A scheme of expert system based on iterative learning control is proposed. Iterative learning control can obtain control experience from the historical data to build the knowledge base of expert system. Considering some uncertain factors, a flexible measure is adopted in iterative learning control (ILC). Simulation proves the feasibility and effect of the air conditioning control expert system based on flexible iterative learning control (F-ILC). Finally, a feedback compensation unit is incorporated against irregular heavy disturbance.

• 융합보안논문지
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• 제8권4호
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• pp.81-89
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• 2008

상황인지에 기반한 유비쿼터스 학습서비스 응용모형에 대하여 소개한다. 이동성과 자율성에 기반하여 피학습자에게 WPAN 환경하의 적절한 상황인지 맞춤형 컨텐츠를 제공하고, 학습관리모형을 통해 경험과 선호사항 그리고 후보추천이 서비스제공 시점에 동적으로 재구성되는 서비스 응용 매커니즘을 소개한다. 개방형모형으로써 OSGi 미들웨어를 적용하며, 상황정보 및 프로파일 관리를 위해 메타모형을 통한 동적 재구성 매카니즘이 소개된다.

• 디지털융복합연구
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• 제11권11호
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• pp.397-407
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• 2013

본 연구의 목적은 유비쿼터스 생활영어체험학습장의 서비스품질, 만족도 및 충성도를 설명할 수 있는 종합모델을 구안하여 유비쿼터스 생활영어체험학습장에 참여한 초등학교 학생들의 서비스품질이 만족도에 미치는 영향을 분석하는 데 있었다. 선행연구들에서 유비쿼터스 생활영어체험학습장의 서비스품질, 만족도, 충성도와 관련된 변인들을 추출하고, 각 변인들간의 관련성을 검토하였다. 본 연구는 유비쿼터스 생활영어체험학습장에 참여한 학생 262명에 대한 설문조사를 바탕으로 확인적 요인분석을 통한 변인의 타당성과 구조방정식을 사용하여 변인들간의 인과관계 및 영향력 정도를 검증하였다. 초등학교 학생들의 유비쿼터스 생활영어체험학습장 관련 변인들간의 인과관계를 경험적으로 밝혀낸 이 연구의 결과를 토대로 시사점을 정리하면, 첫째, 유비쿼터스 생활영어체험학습장을 보다 확대하고 효율적으로 진행하기 위해서는 생활영어와 관련된 프로그램을 효율적으로 운영을 하여야 한다. 유비쿼터스 생활영어체험학습장은 생활영어와 관련된 프로그램의 발굴과 개발, 그리고 프로그램의 사용방법을 충분히 학생들에게 안내하는 교육도 중요함을 알 수 있었다. 둘째, 유비쿼터스 생활영어체험학습장에 대한 교육적 성과와 만족도는 매우 큰 것으로 나타났으며, 학교차원에서도 유비쿼터스 생활영어체험학습장 프로그램 참여를 적극 권장할 필요가 있음을 알 수 있었다.

• 한국수학교육학회지시리즈A:수학교육
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• 제45권3호
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• pp.345-365
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• 2006

This study, to effectively teach the concepts, principles and problem solving ability of the 2nd graders' learning of numbers and operations, offers realistic problem situation and focuses on the learning based on 'mathematization', one of the most important principles of RME (Realistic Mathematics Education) which is the mathematics education trend of Netherlands influenced by Freudenthal's theory. The instruction is applied to forty-one students of the 2nd grader for six weeks in twelve series in an elementary school, located in Seoul. To investigate the effects of the mathematising experience instruction for improving mathematical abilities, the group takes tests before and after the instruction. Also the qualitative analysis on the students' mathematising aspects through students' output at the instruction process is taken into account to evaluate the instruction's effects. The result shows that the mathematising experience instruction for improving mathematical abilities is proved to improve students' understanding of mathematical concepts and principles and their problem solving ability in learning numbers and operations after carrying out this instruction. Also the result indicates that students' mathematising aspects are mostly horizontal and vertical mathematization.

• 공학교육연구
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• 제20권1호
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• pp.53-62
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• 2017

This paper explored how university students viewed flipped learning from their own perspectives. Using qualitative research methods, 5 students from a Computer Graphics course at a mid-scale university in Seoul were interviewed for this purpose. Researchers collected data about their learning experiences, emotions, and reflections about flipped learning in general and its components such as online materials, in-class activities, and instructor guidance. Research findings indicated that students were not so much conscious about the unfamiliarity of the class, the increased work load, nor the online lectures. They rather prioritized 'what they could actually learn' from the course, and thus defined flipped learning as a method which enabled students to constantly check and fill in the gaps in their learning through team-based activities and prompt feedback from the professor. A combination of students' positive attitude and active participation in team-based activities, the overall atmosphere of the department which supported interactivity and collaboration, the professor's emphasis on learning-by-doing and student-centered learning appeared to form their notions of flipped learning. The use of technology did not appear to heavily impact students' conceptions of flipped learning. Researchers suggest that pedagogical beliefs of the professor, culture surrounding the learner, and the good match between the course content and instructional strategies are central for designing a successful flipped learning class.

• International Journal of Internet, Broadcasting and Communication
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• 제4권2호
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• pp.12-16
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• 2012

This paper presents a learning framework that fits the digital age - an e-Friendly PLE. The learning framework is based on the theory of connectivism which asserts that knowledge and the learning of knowledge is distributive and is not located in any given place but rather consists of the network of connections formed from experiences and interactions with a knowing community, thus, the newly empowered learner is thinking and interacting in new ways. The framework's approach to learning is based on conversation and interaction, on sharing, creation and participation, on learning not as a separate activity, but rather as embedded in meaningful activities such as games or workflows. It sees learning as an active, personal inquiry, interpretation, and construction of meaning from prior knowledge and experience with one's actual environment.

• 영어어문교육
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• 제16권4호
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• pp.239-265
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• 2010

This study investigates the effects of corpus-based vocabulary tasks on the acquisition of English vocabulary in an attempt to explore the influence of corpus use on EFL pedagogy. For this to be realized, a total of 40 Korean high school students participated in the study over a 4-week period. An experimental group used a set of corpus-based tasks for vocabulary learning, whereas a control group carried out a traditional task (i.e., the L1-L2 translation) for vocabulary learning. To assess learning gains, the students were asked to complete the pre- and post-treatment tests measuring the word form, meaning, and use aspects of target lexical items. Results of the study indicate that in the experimental group the corpus-based vocabulary tasks were beneficial for the learning of word forms and use. In particular, corpus-based benefits were greatest in the low-proficiency EFL learners' collocational aspects of vocabulary use. On the other hand, in the control group, the traditional vocabulary tasks benefited the meaning aspects of target vocabulary items the most. In addition, survey results revealed that most students were positive about the corpus-based learning experience although some expressed reservations about the heavy cognitive load and the time-consuming nature of the analysis of corpus data primarily due to learners' lack of language proficiency.

• 패션비즈니스
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• 제26권1호
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• pp.1-15
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• 2022

Digital transformation has induced changes in human life patterns; consumption patterns are also changing to digitalization. Entering the era of industry 4.0 with the 4th industrial revolution, it is important to pay attention to a new paradigm in the fashion industry, the shift from developer-centered to user-centered in the era of the 3rd industrial revolution. The meaning of storing users' changing life and consumption patterns and analyzing stored big data are linked to consumer sentiment. It is more valuable to read emotions, then develop and distribute products based on them, rather than developer-centered processes that previously started in the fashion market. An AI(Artificial Intelligence) deep learning algorithm that analyzes user emotion big data from user experience(UX) to emotion and uses the analyzed data as a source has become possible. By combining AI technology, the fashion industry can develop various new products and technologies that meet the functional and emotional aspects required by consumers and expect a sustainable user experience structure. This study analyzes clear and useful user experience in the fashion industry to derive the characteristics of AI algorithms that combine emotions and technologies reflecting users' needs and proposes methods that can be used in the fashion industry. The purpose of the study is to utilize information analysis using big data and AI algorithms so that structures that can interact with users and developers can lead to a sustainable ecosystem. Ultimately, it is meaningful to identify the direction of the optimized fashion industry through user experienced emotional fashion technology algorithms.

• 공학교육연구
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• 제25권3호
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• pp.3-10
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• 2022

An educator may utilize various pedagogies such as hands-on practice, practicum, and project-based learning to enhance a student's competency. Among various pedagogies, project-based learning is one of the well-known pedagogies that may provide similar on-the-job experience. In general, an educator may divide the students into small groups and assign tasks to check students' cooperation skills and achievements during project-based learning. However, an educator may experience difficulties operating project-based learning due to the COVID-19 pandemic. Most of the team activities are done in non-face-to-face meetings, and as a consequence, the educator may not find an underachieving team easily and cannot intervene appropriately. This study introduces a rigorous analysis method to evaluate team activities to analyze individual students' participation and contributions. First, this study develops evaluation rubrics by conducting questionnaires to professors and students to find an appropriate weight value for the evaluation scale. Then, this research introduces an analysis environment to evaluate students automatically. The analysis environment collects dialog data from social network services and measures interactions among students in a team. After measuring interactions, the environment generates a report to visualize the team activities. We applied the proposed method and environment to the capstone design course to show the effectiveness of the method and environment. Based on the case study, the environment showed that the analysis method could easily indicate the teams' activities and check the level of participation.